1 / 23

Welcome to (Innovative Instructional) Methods (in Language Arts) EDS 361A Susan Scharton

Welcome to (Innovative Instructional) Methods (in Language Arts) EDS 361A Susan Scharton. Please… …locate the table with your name and take a seat. …look through the syllabus. My First Day At School. What words do you think of? Brainstorm a list. Goals.

tab
Download Presentation

Welcome to (Innovative Instructional) Methods (in Language Arts) EDS 361A Susan Scharton

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Welcome to (Innovative Instructional) Methods (in Language Arts) EDS 361ASusan Scharton Please… …locate the table with your name and take a seat. …look through the syllabus.

  2. My First Day At School • What words do you think of? • Brainstorm a list.

  3. Goals • Introduction to methods, language arts,” and reading • Reading comprehension strategies: Prediction • Experience some activities to introduce and extend students’ use of prediction as a comprehension strategy

  4. Language Arts Methods • What is “language arts”? • What is included in language arts instruction?

  5. http://www.cde.ca.gov/ci/cr/cf/documents/rlafw.pdf

  6. Reading-Language Arts Framework • Organized into four domains: reading, writing, speaking, and listening • Each domain contains strands and substrands • Mastery standards are listed for each

  7. Appendix A: Reading Language Arts Framework

  8. Quickwrite • How did you learn to read? • What other memories do you have about reading in elementary school? • What instructional settings, materials and resources, pedagogical methods do you recall?

  9. Some Theoretical Frameworks • Bottom Up/Part to Whole • Bottom Down/Whole to Part • Interactive/Whole to Part to Whole

  10. Bottom-Up Reading Model

  11. Top-Down Reading Model

  12. Interactive Reading Model

  13. Cueing Systems

  14. What relationships do you see?

  15. What is reading? What do children say? • “It’s filling out workbooks.” • “Pronouncing the letters.” • “It’s when you put sounds together.” • “Reading is learning hard words.” • “Reading is like thinking…you know, it’s understanding the story.” • “It’s when you find out things.”

  16. How do teachers teach? • Learning to read means learning to pronounce words. • Learning to read means learning to identify words and understand their meaning. • Learning to read means learning to bring meaning to a text in order to get meaning from, or understanding, a text.

  17. Discuss with a partner: • How did you learn to read? • What memories do you have about reading in the elementary years?

  18. Woggily Thenk The woggily thenk squonked zarily mire the herp. • What squonked? • How did it squonk? • Where did it squonk? • What kind of thenk was it? • Draw a woggily thenk. • Why did the woggily thenk squonk?

  19. Pronounciation of Words • The bandage was wound around the wound. • The farm was used to produce produce. • The dump was so full that it had to refuse more refuse. • He could lead if he would get the lead out. • The soldier decided to desert his dessert in the desert. • Since there is no time like the present, he thought it was time to present the present. • A bass was painted on the head of the bass drum. • When shot at, the dove dove into the bush. • I did not object to the object. • They were too close to the door to close it. • A seamstress and a sewer fell down into a sewer line. • To help with planting, the farmer taught his sow to sow. • The wind was too strong to wind the sail. • After a number of injections my jaw got number. • Upon seeing the tear in the painting I shed a tear. • I had to subject the subject to a series of tests. • How can I intimate this to my most intimate friend?

  20. “…it is not possible to separate the semantic and syntactic components of the grammar. According to linguists, there is not a single base phrase marker but, rather, sentence generation begins with the semantic component and subsequent interaction between lexical insertion and transformation rules lead eventually to the surface structure and the application of the phonological component.” Psychology of Language (1978, p. 38) David Palermo

  21. Exit Slips: Today’s Class • What do you want to remember about today’s class? • What did you find confusing?

  22. For next time… • Read: Goudvis and Harvey, chapters 1, 2 and skim chapters 6 and 7. Read Chapters 1 and 2 of the Reading/Language Arts Framework. • Language Arts Assignment 1: 1. What key points do you want to remember about the Reading/LA framework you when you use it in the future? 2. How do Goudvis and Harvey think about reading as thinking? What strategies does their book address? 3. Choose one of the activities to try out on your own, using a piece of text of your choosing. Reflect on its use and how trying it yourself helps you to understand trying it with students. Be ready to hand in the text along with this assignment.

More Related